Course redesign to incorporate flipped delivery: A business degree case in Vietnam

Das, A, Nguyen, Q, Nguyen, A, Nomikoudis, M and Van, D 2019, 'Course redesign to incorporate flipped delivery: A business degree case in Vietnam', Issues in Educational Research, vol. 29, no. 2, pp. 363-383.


Document type: Journal Article
Collection: Journal Articles

Title Course redesign to incorporate flipped delivery: A business degree case in Vietnam
Author(s) Das, A
Nguyen, Q
Nguyen, A
Nomikoudis, M
Van, D
Year 2019
Journal name Issues in Educational Research
Volume number 29
Issue number 2
Start page 363
End page 383
Total pages 21
Publisher Western Australian Institute for Educational Research
Abstract Conventional, teacher-centred classroom activities are prominent in Vietnam where educators are familiar with a one-way flow of information and using limited resources for their practice, whilst a culture of creativity in the classroom is often ignored. Vietnamese educators face a huge challenge, motivating passive learners to be more creative and active learners as society responds to rapid changes in technologies. This article suggests that a flipping structure that incorporates a design thinking approach paves the way for course designers to assist passive learners to become more active in their learning processes. An undergraduate course was redesigned and delivered in a flipped classroom design, aiming at nurturing active learning among students. Quantitative findings highlighted that there was an improvement in students' engagement, including intellectual engagement and attendance, and that overall student satisfaction improved.
Subject Higher Education
Keyword(s) Flipped Classroom
Critical Thinking
Copyright notice © 2019 Authors. This work is licensed under a Creative Commons Attribution-No Derivatives 4.0 International License
ISSN 1837-6290
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